D187 Task 3

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Western Oregon University *

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D187

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Computer Science

Date

Oct 30, 2023

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pdf

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Uploaded by emilycalcagno

2050.4.3: Differentiating Content, Process, and Product Emily C Calcagno MSCIN Program, Western Governors University D187: DIFFERENTIATED INSTRUCTION Professor: Terrance Siler August 2023

Introduction The differentiation for content, process and product was conducted in my kindergarten classroom at a title 1 school in Portland, Oregon. I have 22 students with 12 girls and 12 boys. The age range in my classroom is 5 – 6 years of age. The native languages spoken in our classroom are English, Spanish, Somali, Swahili, and Karen. There is a total of 12 ELD (English language development) students, 4 IEP (Individualized education plan) students, 2 TAG students (Talented and Gifted Program), and 3 students on a BIP (Behavioral intervention plan). Differentiated Lesson Plan I will be discussing an addition and subtraction math lesson below. The math lesson will support the Oregon State Standard: K.OA.5 Fluently add and subtract within 5. (Oregon Department of Education). Content The content for this math lesson is solving addition and subtraction problems within 5. Students will solve 10 problems on a worksheet (5 addition and 5 subtraction problems.) I will differentiate the content of the lesson to address students’ individual diffe rences by adjusting the problems students need to solve. Before the lesson, I will modify the worksheet based on student readiness. These students are identified through various assessments prior to the unit (pre-assessments, formative assessments, observations, and summative assessments/post-assessments) to establish student readiness. There will be 3 variations of the worksheet. The first variation is for students below grade level and readiness with addition and subtraction within 5. The second variation is for students at grade level/average readiness for addition and subtraction problems within 5. The third variation is for students above readiness regarding addition and subtraction problems within 5. Process

I will differentiate the process in the lesson to address students’ individual differences by adjusting the support provided to students based on their readiness. For the first group, they will need more support with this assignment. I will start by modeling this activity as a whole group using similar addition and subtraction problems as examples. I will make sure to model how to count pictures, draw pictures, and use manipulatives to solve addition and subtraction problems. I will also have students identified in the third group model examples in front of the class. Then, I will have my first group start the assignment at the teacher's table so I can get them started on their assignment, monitor their progress, and provide them with feedback. The differentiated process I will apply to my second group is giving them work that meets them where they are at but motivate students to solve addition and subtraction problems without pictures to challenge them to use strategies that have been taught (draw pictures, use manipulatives, count on fingers) to solve the problems. This process is more challenging than group 1, but since these students have shown readiness for this lesson, they need something at their level that allows them to be slightly challenged. Lastly, for the third group, the process will be differentiated by not providing pictures, and leaving students to solve the problems using strategies they learned. (draw pictures, use manipulatives, count on fingers) Their work will also be differentiated to challenge their needs by having students solve addition and subtraction problems within 10 instead of within 5. This allows students to do the same amount of work, and work through the same objectives, but to advance their work since they have mastered solving problems within 5. Product

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I will differentiate the product in the lesson to address students’ individual differences by adjusting the given addition and subtraction worksheet based on the 3 categories of student readiness. For the first group of students, I will modify the worksheet by having visuals instead of numbers and having students count both addends to find the sum. For example, there will be 2 strawberries plus 2 strawberries, and students will count them out and write the answer. This will provide students with visual support to help them solve problems without feeling overwhelmed. I will also be having these students work through this worksheet at the teacher table so I can keep a close eye on their progress and give timely feedback. After getting students started, and providing them with assistance, I will then roam the room to monitor the rest of the class and provide support and feedback. For the second group, I will modify the worksheet by having no pictures, but the same problem using just numbers. For example, instead of having the pictures of the strawberries, it will state “2+2=____” and students will need to use mathematical thinking to solve the problem. I will leave space below the problem for students to draw pictures and provide them with the option to use manipulative counters to help solve it. This will provide students with support and challenge them to solve addition and subtraction problems without pictures. Lastly, students in the third group are more advanced and need to be challenged on this assignment. Since students are above readiness, and have met the standard, I will provide them with more challenging problems to solve by changing the addition and subtraction problems within 10. Instead of having the problems be “2+2=____” as stated above, students will be solving problems such as “5+5=______”. This group of students will have the same support as group two; the option to draw pictures or use manipulatives to solve.

References Oregon Department of Education. “Common Core State Standards for Mathematics.” Oregon.gov , Oregon Department of Education, 2010, www.oregon.gov/ode/educator- resources/standards/mathematics/Documents/ccssmk.pdf.

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